Foster inclusivity in STEM to encourage women participation

Mary like most people had a problem; she lost her phone which was on silent mode. She checked the couch cushions, under bed and even inside the fridge because who knows?

The more she searched, the angrier and frustrated she got. Everyone advised her ‘just call it’ but she had no way to hear it. It felt like the universe was conspiring against her and the phone remained hidden, like it was playing hide and seek. This is what it feels like being a woman in STEM fields. Sometimes it feels like you are searching for answers in the dark without the help you need. This year’s theme for International Day of Women and Girls in Science (IDWGS), is ‘Unpacking STEM careers: Her Voice in Science.’

According to UNESCO, “More girls are in school today than ever before, but they do not always have the same opportunities as boys to complete and benefit from an education of their choice. Too many girls, and women are held back by biases, social norms and expectations influencing the quality of the education they receive and the subjects they study. They are particularly under-represented in Science, Technology, Engineering and Mathematics(STEM) education-women make up only 35 per cent of STEM graduates, figure unchanged in ten years and consequently, in STEM careers.”

This poses the question, where did the rain start beating the females in the so-called male dominated fields? It seems the gaps in STEM fields emerge from foundations laid by the education system and how children are raised. One would find that even in today’s era, parents and caregivers raise their girls to believe that STEM subjects are hard and therefore only the male counterparts can handle them. Some believe that cultural norms hinder females from pursuing STEM careers; as their roles in society is to only give life, nurture children and take care of husbands.

This foundation creates a perception in girls’ minds that subjects like Mathematics, Physics, Chemistry and Biology are only meant for boys and that ‘feminine’ subjects like English, Kiswahili and humanity subjects are reserved for girls. This is evident in the 2024 KCSE exam results where for the first time, the number of female candidates was higher than that of boys. But girls’ performance in STEM subjects still remained low.

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For a long time, Women in STEM careers have faced challenges many of which are rooted in archaic and sexist beliefs. Discrimination and sexual harassment at the workplace are still common where women are being mocked, given demeaning nicknames or mistaken for secretaries or tea girls. Women are underrepresented in leadership roles and often excluded from decision-making meetings. In cases where they are included, they are assigned trivial tasks like taking notes, instead of contributing meaningfully.

Unfortunately, some women in STEM, see each other as competition rather than allies which weakens support systems and limits growth. These issues further reinforces discrimination and underrepresentation instead of solving them. Another major problem is gender stereotypes and biases. For instance, adding ‘woman’ before a profession like ‘woman biologist’ or ‘woman software engineer’ is unnecessary and sexist. We ought to use neutral terms that focus on skills and expertise rather than gender.

The writer is a communication specialist